Educators as Service Professionals
Course
Number:
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FED
531
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Course
Title:
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Current
& Emerging Instructional Technology
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Credit:
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3
Semester Hours
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Instructor:
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Dr.
Sha Li
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Office:
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211
CCN
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Office
Hours:
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11:00
pm ¨C 1:00 pm Monday through Friday
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Phone:
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(256)372-5973
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Email:
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sha.li@aamu.edu
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Course Web Resources:
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http://myspace.aamu.edu/users/sha.li
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Textbook: Robert A.
Reiser, John V. Dempsey. (2010). Trends and Issues in Instructional Design and
Technology. (3rd Ed.). Boston, MA: Pearson, Inc. (ISBN-10: 0132563584)
Course
Description:
This course provides knowledge
and hands-on training of the current and emerging instructional
technologies for the graduate pre-service teacher candidates and the inservice teachers. Students will learn the technology
skills, the theoretical foundation of the technology-assisted learning, and
various techniques for designing and delivering instruction by integrating
technology. This class provides mostly a hands-on learning experience, plus
the theories and issues of the current emerging technology in education.
The hands-on work goes beyond the commonly-used programs like Microsoft
Word, PowerPoint, Excel, Access, and web page development. This class will
place a focus on the multimedia production includes sound editing, graphics
design and digital image editing and digital video fundamentals; the
software evaluation includes the educational software evaluation, learning
resources evaluation, and the skills for searching and integrating adequate
informational resources for the K-12 school settings. For this course, the
cooperative learning and student-centered constructivist learning are
highly valued within and outside the classroom. The Blackboard will be the
networked learning place for the students and the teacher to communicate,
collaborate and evaluate on the issues of the technology-assisted learning
and the hands-on projects. The theories of educational technology include
learning theories and technology integration issues in education. After
this course, the students will be developed professionally in terms of
knowledge, skills, and disposition relating to the integration of current
and emerging technology into education. The course online learning
resources are at http://myspace.aamu.edu/users/sha.li.
Rationale/Relationship
to Conceptual Framework:
This
course represents a performance-based approach, which will enable the
teacher candidates and the inservice teachers to
become an educational service professional through the development of
proficiencies specific to knowledge, skills, and disposition required by
national, regional, state, and institutional standards. Through the
constructivist learning experiences and the collaboration in class, the
students are expected to exhibit a development of their knowledge and
ability that are indicated in the Institutional INTASC and the State AlaPT3
Standards (in accordance with the National Educational Technology
Standards, NETS). And they will be qualified for the competent,
knowledgeable and creative educators with the use of technology and
informational resources in the real world school settings.
Prerequisite:
Completion of FED 529 Computer-Based Instructional Technology.
Course Objectives (In accordance with
standards):
1.
Students will become aware of the current trends, theories, perspectives,
practices and issues of the integration of technology into education. (S2g1, 2, (ii)/ I4C/ P1.0, 2.0), S.42.(4)(d)1.(vi)
2.
Students will be able to design instructions, strategies, and approaches,
develop lesson plans and deliver instructions by incorporating current
instructional technology. (S2g1, 2, (v)/I6M/
P.1.0, 4.0), S.42.(4)(d)1.(vi),
S.42.(4)(d)1.(vii), S.04.(2)(f)1.(i)
3.
Students will be able to use the multimedia programs and current technology
tools to support the classroom and distance learning instruction. (S2g1, 2, (iii, vi, ix)/ I6M/ P1.0, 4.0),
S.04(2)(f)2.(iv)
4.
Students will be able to facilitate online classes through Internet-based
educational network such as Blackboard, or WBCT, and locate the learning
resources online or through library media database. (S2g1, 2, (iii, vii)/ I4C/ P1.0, 4.0), S.04.(2)(f)1.(ii)
5.
Students will be able to evaluate educational software, educational
projects, and online educational resources, and creatively adapt them to
meet their daily instructional needs. (S2g1, 2, (i, ii, ix)/ I8B/P1.0, 5.0), S.04(2)(f)2.(iv)
6.
Students will become the self-initiated learners to actively participate in
learning and interact with their peers and instructor through the use of
technology to create a learner-centered learning environment. (S2g1, 2, (x)/ I2D/ P1.0, 3.0), S.42.(4)(d)1.(vi)
7.
Students will be aware of the learning diversity and be able to use
technology to help all learners succeed. (S2g1, 2,
(iii, viii)/ 13K, L/ P1.0, 4.0)
8.
Students will be aware of the issues regarding to the ethic
guidelines and the safe, fair and legal use of technology, and the Internet
user protection policies. (S2g1, 2, (iv)/ I6M/
P1.0, 2.0), S.04(2)(f)2.(iv)
Major Content:
Unit I:
1.
The current trend of integration of technology into instruction
2.
Learning theories associated with educational technology
3.
Integration of technology in learning (technology-assisted instructional delivery
and instructional design, research for instructional information, and
methods for teaching in technology-assisted settings)
4.
Issues of distance education and multicultural education
Unit II:
Advanced skills in:
1.
PowerPoint
2.
Desktop publishing and editing
3. Graphics
design with Photoshop
4. Video
production and digitized video editing
5. Sound
editing and recording
Unit III:
The techniques and knowledge of multimedia
development in the area of:
1.
Concepts of Multimedia production (graphics, animation, sound, and digital
image editing)
2.
Photoshop graphics design
3.
Web design with FrontPage/Word
4.
Electronic Communication (Blackboard, email, listserv, whiteboard, database
online and interactivity issues)
5.
Video production (video footage skills, analog/digital video editing)
Unit IV:
1.
Evaluation of educational software and commercial programs
2.
Internet resources, educational network (Blackboard) and web page development
3.
Ethical issues on informational technology resources: the safe, fair and
legal use of technology, and the Internet user protection policies
4.
Reading and
writing on current research issues of educational technology
Learning
Tasks
Project-Based
Assignment Portfolio (40%)
The project-based
assignments provide the opportunities for the students to take hands-on
learning experience to learn basic technologies and techniques to
integrating technology into instruction. It includes desktop publishing,
digital technology, multimedia technology, Internet web technology etc. The
desktop technology includes Microsoft Word, PowerPoint, Excel, Access,
desktop publishing and document editing skills; the multimedia technology
includes digital video like Pinnacle Video Editing, digital image like
Photoshop, digital sound and compact CD technology; the digital graphic
skill includes graphics design, image editing, sound editing, and
animation; the video production includes Pinnacle Video Editing; the Internet
technology includes web page design and web 2.0 tools like KHANACademy online learning
resources, etc.
(Each student must bring a flash disk to hold his/her project portfolio)
Collaborative Work
(5%)
The collaborative
work includes project-based collaborative work like video teamwork, and
written collaborative work. The project-based collaborative work is
assigned to each team. The team members earn grades according to the
quality of their team work. The same is the written collaborative work. But
the written collaborative work is focused on the research on the topic of
the educational technology-related issues. Collaboration, brainstorm and
e-communication are required in this class.
Reading and Writing
on Current Research Issues (5%)
Three research
article reviews will be assigned to each student regarding integration of
technology in instructional settings. Each review requires citation,
summary of the article and the comment (critique). Each review needs to be
at least one page for single space or two pages for double space, in APA
style. One paper with a topic relating to educational technology will be
assigned after mid-term. It must be at least five pages long (double
space), APA style, without writing and grammar errors.
Discussion (5%)
Class discussion
about the course content is required in this course. It enables the
students to communicate and learn from each other. The class discussion
includes face-to-face in-class discussion and the online discussion in
Blackboard. The participation of the in-class discussion is marked in class
note daily, and the online discussion is calculated and evaluated for each
participant in the Blackboard Discussion Board.
Mid-Term Test (20%)
The mid-term test
is an evaluation of the studentĄ¯s learning achievement before the mid-term.
50% of the test content is the project based hands-on work, and 50% of the
test content is the knowledge based written work. There might be 5% of the
test content are not taught in class but need to be explored by the
students themselves so as to test the studentĄ¯s ability to explore new
things on their own with technology.
Final Exam (25%)
The final exam is
an evaluation of the studentĄ¯s learning achievement after the mid-term. 50%
of the test content is the project based hands-on work, and 50% of the test
content is the knowledge based written work. There might be 5% of the test
content needing to be explored by the student himself/herself so as to test
the studentĄ¯s ability to explore new things on his/her own with technology.
Evaluation Scale
The evaluation is
to demonstrate how the students master the knowledge and ability the course
provided. The mastery is evaluated by written exam, hands-on projects,
field work documents, and assignment portfolios. The attendance will be an
important part of the overall evaluation. Blackboard will be used for the
written test in the mid-term and final exam, including multiple choice,
true or false, fill in the blanks, matching and essay questions. The
project part of the mid-term and final exams will be conducted on the
computers out side of the Blackboard.
Evaluation Aspects
Project-Based Assignment Portfolio (40%) (S2g1, 2,
(v)/I6M/ P.1.0, 4.0, S2g1, 2, (iii, vi, ix)/ I6M/ P1.0, 4.0, 2, (iii, vii)/
I4C/ P1.0, 4.0, (S2g1, 2, (i, ii, ix)/ I8B/P1.0,
5.0)
Collaborative Work (5%) (S2g1, 2,
(iii, vi, ix)/ I6M/ P1.0, 4.0, (S2g1, 2, (x)/ I2D/ P1.0, 3.0)
Article Review or Paper (5%) (S2g1, 2,
(ii)/ I4C/ P1.0, 2.0, (S2g1, 2, (iii, viii)/ 13K, L/ P1.0, 4.0)
Discussion (2.5%) (S2g1, 2,
(ii)/ I4C/ P1.0, 2.0, S2g1, 2, (iii, viii)/ 13K, L/ P1.0, 4.0, S2g1, 2,
(iv)/ I6M/ P1.0, 2.0)
Attendance (2.5%)
Mid-Term Test (20%) (S2g1,
2, (I, ii, iii, v, vi, vii, ix)/ I4C/ P1.0, 2.0, I6M/ P.1.0, 4.0, I6M/
P1.0, 4.0, S2g1, 2, ()/ I4C/ P1.0, 4.0, I8B/P1.0, 5.0)
Final Exam (25%) (S2g1, 2,
(I, ii, iii, iv, v, vi, vii, viii, ix, x)/ I4C/ P1.0, 2.0, I6M/ P.1.0, 4.0,
I6M/ P1.0, 4.0, S2g1, 2, ()/ I4C/ P1.0, 4.0, I8B/P1.0, 5.0, I6M/ P.1.0,
4.0, I6M/ P1.0, 4.0, I4C/ P1.0, 4.0, I8B/P1.0, 5.0, I6M/ P1.0, 4.0, I2D/
P1.0, 3.0, S2g1, 2, (ii)/ I4C/ P1.0, 2.0, 13K, L/ P1.0, 4.0, I6M/ P1.0,
2.0)
Evaluation Scale
Accumulated Score
90% or above
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A
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Accumulated Score
80% ---89%
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B
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Accumulated Score
70%---79%
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C
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Accumulated Score
60%---69%
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D
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Accumulated Score
below 60%
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F
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Remediation
Students whose
learning outcome is far below satisfaction will be provided with remedy
support for improvement by contracting with the teacher to make
appointments.
Class Management
Policy
1.
All students must attend class on scheduled time. Attendance is required
for this class. Failing to keep attending regularly to class will affect
the overall evaluation.
2.
Every student must prepare at least four floppy disks for this class to
save files. Students must bring disks to every class to save all the
hands-on work files.
3.
Every student must actively participate in the learning activities such as
projects, discussion, collaborative work, and completing all assignments.
4.
All students are encouraged to make contributions to the class by
demonstrating their strengths they brought in and sharing their experiences
in class. Students who make learning contributions to the class could earn
extra scores.
Special
Accommodations
Students who have
disabilities or other special needs could contact the instructor and the
Office of the Special Student Service at 858-4263 for help. Any possible
conveniences will be provided by request for the students with special
needs within the available resources.
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